Classroom management interventions, such as behaviour and academic strategies, are well-established interventions for improving social behaviour and academic skills of children with ADHD (DuPaul & Eckert, 1997; Hoza et al., 2008; Pelham & Fabiano, 2008). Bridging the gap between research and practice raises the question of the practicality of interventions and the necessity to support teachers in the sustained implementation of appropriate classroom management strategies. The aim of this research is to evaluate the effectiveness of a consultation-based program for teachers (CPT) of elementary schoolchildren with ADHD, using a problem-solving and a functional assessment approaches. A total of 37 child-teacher pairs participated in the study. All children were diagnosed as ADHD and received a stimulant medication treatment. The parents of some of these children had previously participated in a parent-training program (PTP). The final group composition is: Medication (M) (n = 4); M + PTP (n = 11), M + CPT (n = 11), M + PTP + CPT (n = 11). Findings confirm the effectiveness of the CPT above and beyond M and M + PTP to avoid an intensification of inappropriate behaviours and to improve academic performance of ADHD children. Results also indicate that teachers that both integrated CPT and received prior professional development on ADHD show a significant improvement of their classroom management strategies. Overall findings offer valuable information for discussing clinical implications for the psychosocial treatment of ADHD children. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract)